Browsing by Author "Willson, Alyssa M."

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    Assessing opportunities and inequities in undergraduate ecological forecasting education
    Willson, Alyssa M.; Gallo, Hayden; Peters, Jody A.; Abeyta, Antoinette; Watts, Nievita Bueno; Carey, Cayelan C.; Moore, Tadhg N.; Smies, Georgia; Thomas, R. Quinn; Woelmer, Whitney M.; McLachlan, Jason S. (Wiley, 2023-05)
    Conducting ecological research in a way that addresses complex, real-world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub-discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21(st) century workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training.
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    Near-term ecological forecasting for climate change action
    Dietze, Michael; White, Ethan P.; Abeyta, Antoinette; Boettiger, Carl; Bueno Watts, Nievita; Carey, Cayelan C.; Chaplin-Kramer, Rebecca; Emanuel, Ryan E.; Ernest, S. K. Morgan; Figueiredo, Renato J.; Gerst, Michael D.; Johnson, Leah R.; Kenney, Melissa A.; McLachlan, Jason S.; Paschalidis, Ioannis Ch.; Peters, Jody A.; Rollinson, Christine R.; Simonis, Juniper; Sullivan-Wiley, Kira; Thomas, R. Quinn; Wardle, Glenda M.; Willson, Alyssa M.; Zwart, Jacob (Springer Nature, 2024-11-08)
    A substantial increase in predictive capacity is needed to anticipate and mitigate the widespread change in ecosystems and their services in the face of climate and biodiversity crises. In this era of accelerating change, we cannot rely on historical patterns or focus primarily on long-term projections that extend decades into the future. In this Perspective, we discuss the potential of near-term (daily to decadal) iterative ecological forecasting to improve decision-making on actionable time frames. We summarize the current status of ecological forecasting and focus on how to scale up, build on lessons from weather forecasting, and take advantage of recent technological advances. We also highlight the need to focus on equity, workforce development, and broad cross-disciplinary and non-academic partnerships.